Skills for Life: Community Participation
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Community participation is a Skills for Life unit in which learners find out about local services, learn about active citizenship and sustainability, and plan, take part in and evaluate a community activity or project. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Digital demand is low because no assessment criterion requires digital work. Digital skills sit in researching local services online, making posters, leaflets or digital content to promote an initiative, planning the activity, and exploring online platforms for community change such as FixMyStreet.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes (knowing the community and local services, active citizenship and sustainability, and taking part in a simple community activity or project), each with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Four learning outcomes (understanding the community and local services, the impact of active citizenship and sustainability, planning and taking part in a community activity or project, and evaluating it), each with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Researching local community services online
At Level 1 and Level 2 learners research and describe a range of community services, and a suggested activity is to research them online or through interviews and produce a brief report or presentation. The criteria require learners to describe or compare services, but online research is one suggested route, so the digital part is taught rather than assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use the council website to find the opening times and address of their nearest library and leisure centre, and copy the web address under each fact.
- Blwyddyn 8
- Pupils search for three local services for young people, such as a youth club, a food bank and a health centre, adjusting their keywords when results are not local enough.
- Blwyddyn 9
- Pupils research two local services online, judge which sources are official and up to date, and list their sources at the end of a one page comparison.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Amplification, learning outcome 1, page 8; Suggested activities, page 9; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6
“Research local community services online or through interviews and produce a brief report or presentation”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Making promotional materials for a community initiative
Suggested activities at Entry Level include making posters or signs to support a local event, and at Level 1 and Level 2 producing a poster, leaflet or digital content to promote a community initiative. Learner produced posters and leaflets are a listed source of evidence. No criterion requires promotional material, so this is taught rather than assessed.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a simple digital poster in Canva or PowerPoint for a class litter pick, with a heading, a photo and the date and time.
- Blwyddyn 8
- Pupils design a two sided leaflet in Publisher or Google Docs for a school uniform swap, choosing fonts and images to suit families.
- Blwyddyn 9
- Pupils make a short social media style graphic and a printed poster for a charity event, then improve one of them after feedback from a younger class.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Suggested activities, page 9; Sources of evidence, page 9
“Produce a poster, leaflet, or digital content to promote a community initiative”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Planning a community activity with digital tools
At Level 1 learners contribute to planning a community activity, suggesting roles or tasks, and at Level 2 they plan and organise it, suggesting roles and responsibilities. Planning is required by the assessment criteria, and listed evidence includes planning sheets, task lists and simple project plans. Using a shared document or spreadsheet for the plan is optional.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Cydweithredu
Paratoi disgyblion
- Blwyddyn 7
- Pupils list the jobs for a class bake sale in a simple table in Word, with a name next to each job.
- Blwyddyn 8
- Pupils build a shared task list in Google Sheets or Microsoft Planner for a school garden tidy up, with roles, deadlines and a done column.
- Blwyddyn 9
- Pupils plan a small charity event in a shared online document, setting edit permissions, a timeline, roles and a list of resources needed.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criterion 3.1, page 6; Amplification, learning outcome 3, page 8; Sources of evidence, page 9
“Plan a small community project, assigning roles, tasks, and timelines”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Rwy'n gallu cydweithio i greu prosiect ar-lein ar y cyd at ddiben penodol, gan rannu a gosod caniatâd mewn ffordd briodol ar gyfer aelodau eraill y grŵp, e.e. golygu, rhoi sylwadau, gweld.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Rwy'n gallu dewis yn annibynnol a defnyddio ystod o ddulliau cydweithio i greu prosiect gydag eraill mewn un iaith neu fwy, e.e. defnyddio technoleg ar-lein i rannu a chyflwyno syniadau i eraill.
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Exploring online platforms for community change
The pack lists FixMyStreet and change.org as digital platforms where learners can explore how individuals contribute to community improvement or change campaigns. This supports the Level 1 and Level 2 work on the benefits of active citizenship, but it is a suggested resource only and is not assessed. Learners should think about what they share online when reporting problems or signing petitions.
DCF: Iechyd a lles, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at the FixMyStreet map for their area as a class and talk about which reported problems affect young people.
- Blwyddyn 8
- Pupils read two online petitions about local issues and discuss what personal details each one asks for and who can see them.
- Blwyddyn 9
- Pupils draft, but do not publish, a report about a local problem in the style of FixMyStreet, deciding which photo and details are safe and useful to share.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Resources available to support delivery, page 11; Amplification, learning outcome 2, page 8
“contribute to community improvement or change campaigns”
Cam cynnydd 3
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Cam cynnydd 4
Rwy’n gallu deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
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Communicating with partners and keeping digital evidence
Listed sources of evidence include digital evidence such as slides, emails and online research outputs, photographs of learners taking part, and short reflections recorded as audio or video. Learners may email a community partner and keep their evidence organised in a digital portfolio. None of this is required by the criteria, so it is taught rather than assessed.
DCF: Cyfathrebu, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils save photos of their class recycling activity into a named folder and add a one line caption to each.
- Blwyddyn 8
- Pupils write a polite email to a local charity shop asking about volunteering, with a clear subject line and a signature.
- Blwyddyn 9
- Pupils keep an online portfolio for a community project with folders for planning, photos and a recorded reflection, renaming files so each one is easy to find.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Sources of evidence, pages 9 and 10; Skills for Life and Work specification, section 4.1, page 18
“Digital evidence, such as slides, emails, or online research outputs.”
Cam cynnydd 3
Rwy'n gallu cyfnewid cyfathrebiadau ar-lein, gan ddefnyddio ystod gynyddol o nodweddion sydd ar gael, e.e. ychwanegu atodiadau neu hyperddolenni, newid fformatio.
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
Da gwybod
- The unit codes are S604E1, S604E2, S604E3, S604L1 and S604L2, and the unit is 20 guided learning hours (Unit overview, page 3).
- No special equipment is needed: "Assessment of this unit should not require any specific resources" (Resources required for assessment, page 11).
- Evidence can be digital or spoken. Possible sources include "Photographs of learners taking part in community-based tasks or activities" and "Short learner reflections (written, audio, video, or scribed)" (Sources of evidence, page 9), and "extended written work is not required unless appropriate" (page 9).
- Suggested assessment tasks "are not mandatory" and teachers may adapt them or write their own (Skills for Life and Work specification, section 4.1, page 18).
- AI rules apply to the portfolio: misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information" (specification, section 4.6, page 21).
- The pack notes that planned UK limits on social media for under 16s "may impact some of our qualifications" (page 2), which matters for any online campaign work.
- Appendix A maps the unit to Digital competence, along with Numeracy, Critical thinking and problem solving and Personal effectiveness (specification, Appendix A, page 28).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Social Studies and VCSE Public Services as related WJEC qualifications, and Democracy in action, Equality, diversity and inclusion, Ethical choices, Everyday law, Faith and belief in the community, Sustainability in action, Teamwork, Values for life and Sustainable economic development as closely related Skills Suite units. Researching local services and sustainability issues also links with GCSE Geography, and making promotional posters and leaflets links with GCSE Digital Technology.
Ffynhonnell: WJEC Community participation unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).